Skip to main content

Home/ E-learning and Digital Cultures 2013/ Group items tagged using

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Chris Swift

Technology is the Answer: What was the Question? -: UNESCO Education - 0 views

portal.unesco.org/...=DO_TOPIC&URL_SECTION=201.html

edcmooc #edcmooc

shared by Chris Swift on 29 Jan 13 - No Cached
  • audiocassettes
    • Christine Padberg
      Christine Padberg on 29 Jan 13
       
      Sort of an outdated reference, isn't it?
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      I'd agree, but in some parts of the world, it is still a viable form of technology, compact and easy
  • four principles that you should apply to thought or action that involves information and communications technology
  • bias,
  • ...32 more annotations...
  • vendor bias has now got a firm grip on much of the public discourse about information and communications technology
  • be sceptical about assertions of the value of technology coming either from those who want to sell it to you or from their surrogates in political life
  • the suppression of research reports or evaluative studies that undermine the thesis that technology improves everything.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Technology can make one feel very dissatisfied with life. When you know something better is out there, do you pine away for it feeling like it will make your life oh, so much easier?
  • bullshit
  • When we see a concept everywhere it is easy to suspend our critical faculties and assume it must be right
  • breadth
  • think broadly about technology in teaching and learning.
  • Technology always involves people and their social systems
  • Remember that there are many technologies: books, blackboard, film, radio, television, programmed learning and so on. The Internet has not made them obsolete
  • starts with teaching and attempts to use technology to expand the range and impact of the teacher
  • the remote classroom approach
  • the rest of the world had a different tradition
  • started on the other side of the coin, with learning, and used technology to create a good learning environment for the student wherever and whenever the student wanted to study.
  • We must strive for balance on a number of dimensions.
  • When we use technology are we using it to enhance learning or to enhance teaching?
  • Dimension number two means seeking balance in answer to the question: teaching and learning for what?
  • Open University students have an extensive range of online facilities available. Which ones do they use?
  • they like using the web for informational and administrative transactions.
  • communication between students
  • Online technologies can, of course, be useful for learning
  • two key virtues.
  • support active learning experiences
  • devising good active learning experiences is expensive because it requires lots of work by the teachers
  • notably by destroying old jobs and creating new ones.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Please tell me something new. This is an idea that has perpetuated itself for centuries!The cotton gin destroyed the need to hand pick and clean cotton, It created the opportunity for the enslaved to have yet, another job.
    • Maria Washington
      Maria Washington on 05 Feb 13
       
      I hope you are being "cheeky" when you so easily type the words: "enslaved," "job," and "opportunity" in the same sentence. This clip and the full documentary may shed some light on the topic: http://video.pbs.org/video/2192491729
  • The best way to reach learners is to use technology that the learner already has.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Okay, I'd agree with this one. Start where you are and move on. Too many institutions moan over the lack of "technology." If you have a computer, you have so many social media resources at your disposal IF you know how to access, use and apply them!
  • technology more for activities associated with their studies
  • rather than for the mainline work of studying course content. T
  • Why should we want to use technology? How should we use technology for learning and teaching? What are the basic principles? Who can benefit most from educational technology? Where should we apply it? Which technologies are best? More generally, how do you make judgements about the many claims that are made for technology?
  • illiteracy
  • In both cases technology is changing society, notably by destroying old jobs and creating new ones.
  • vendor bias
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 07 Feb 13
       
      The most effective softwares are the once licensed under Creative Commons and are open source. This gives great power and independence to institutions and individuals. It truly IS the way to avoid the pervasive pitfalls that software tycoons throw education in (costly updates, upgrade caps etc. ).
  • basic triangle
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 07 Feb 13
       
      While reading the speech on Globalisation and Tech from #UNESCO head of #education. Produced this #artifact #edcmooc http://pk.gd/A6BI
  • Chris Swift on 16 Feb 13
     
    Globalisation, education & technology - what is fair, equal, just, right and wrong in the world?
Christine Padberg

Wiki - Week 1 Resources | E-learning and Digital Cultures - 0 views

class.coursera.org/...view

shared by Christine Padberg on 29 Jan 13 - No Cached
  • Uses determination
    • Christine Padberg
      Christine Padberg on 29 Jan 13
       
      Should this be "user" determination?
  • Technological determination:
  • technology ‘produces new realities’, new ways of communicating, learning and living, and its effects can be unpredictable
  • ...22 more annotations...
  • Social determination
  • technology is determined by the political and economic structures of society. Questions about ownership and control are key in this orientation
  • technology is shaped and takes meaning from how individuals and groups choose to use it
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • technology could solve the three most pressing problems of education: access, quality and cost
  • in all parts of the world evolving technology is the main force that is changing society
  • a model technological determinist position,
  • what observations can you make about his utopian arguments about education? What currency do they continue to have in this field?
  • the orientation here is clearly dystopic
  • ‘administrators and commercial partners’ as being in favour of ‘teacherless’ digital education,
  • ‘teachers and students’ as being against it
  • these divisions have never been clear, and they certainly aren’t now.
  • Why does Noble say that technology is a ‘vehicle’ and a ‘disguise’ for the commercialization of higher education? How can we relate this early concern with commercialism to current debates about MOOCs, for example? And how are concerns about ‘automation’ and ‘redundant faculty’ still being played out today?
  • the consequences of digital education
  • What kind of determinist position do they take? To what extent are they utopic or dystopic visions of the future? Why have the ideas they represent been so readily taken up and distributed within all educational sectors?
  • metaphor of the native and the immigrant
  • Prensky warns ‘immigrant’ teachers that they face irrelevance unless they figure out how to adapt their methods and approaches to new generations of learners.
  • how does the language he uses work to persuade the reader? Who are ‘we’ and who are ‘they’? What associations do you have with the idea of the ‘native’ and the ‘immigrant’, and how helpful are these in understanding teacher-student relationships?
  • What is being left out of the story of the internet here, and from what position is this story being constructed?
  • technological determinism,
  • Dahlberg, L (2004). Internet Research Tracings: Towards Non-Reductionist Methodology. Journal of Computer Mediated Communication, 9/3
Helen Crump

We Aren't All Cyborgs... Yet - 0 views

www.huffingtonpost.com/...all-cyborgs-yet_b_2372389.html

cyborg #EDCMOOC digital human cyborg anthropology

shared by Helen Crump on 29 Dec 12 - No Cached
  • Helen Crump on 29 Dec 12
     
    Can these devices that alienate those around us, actually make us more human? Case Amber argues that our phones are wormholes in our pocket, connecting us in a practical and efficient way with loved ones?
  • Helen Crump on 29 Dec 12
     
    Includes good TED Talk video (7 mins) outlining cyborg anthropology - how humans are interacting with new digital tools to extend/connect minds and selves.
Vanessa Vaile

Steve Fuller - Who Will Recognise Humanity 2.0 - And Will It Recognise Us? - 0 views

www2.warwick.ac.uk/...stevefuller

education edtech technological literacy edcmooc

shared by Vanessa Vaile on 12 Feb 13 - No Cached
  • : What is the story that leads up to humanity 2.0 and is it co-extensive with the history of science? ‘
  • transhumanism: a term that he’s careful to distinguish from posthumanism. Posthumanism, he explains, takes a Darwinian standpoint on life; it’s a ‘species egalitarian view’ in which there is a definite respect for life, but no respect for the qualities of human beings that distinguish us from other life-forms. ‘There is no humanity 2.0 in this picture, there’s just post-humanity,’
  • Darwin was very reluctant to support movements in the late 19th-century that we would now associate with transhumanist thinking, such as eugenics and vivisection
  • ...7 more annotations...
  • process in human evolution, and that we could potentially take control of it, emerged in the 1930s with figures like Sir Julian Huxley.
  • one organism that can understand the whole thing - and then take control of it. That was the promise of transhumanism
  • The next phase of transhumanism is the converging technologies agenda: ‘The particular technologies we’re talking about are based on nanotechnology, biotechnology, information science and the cognitive sciences.
  • r for the purpose of enhancing human beings,
  • push-back in the idea that humans can raise themselves to this higher level and governments have always been worried about these advance forms of technology and knowledge actually getting into the hands of people who can use them for their own purpose
  • no overarching, normative sense of humanity
  • Steve Fuller is Professor of Sociology at the University of Warwick. Originally trained in history and philosophy of science, he is best known for his work in the field of ‘social epistemology’, which is concerned with the normative foundations of organized inquiry.
Céline Keller

What does digital mean? - 0 views

mason.gmu.edu/...digits.htm

digital learning copyright

shared by Céline Keller on 07 Feb 13 - No Cached
  • digital Traditionally, digital means the use of numbers and the term comes from digit, or finger. Today, digital is synonymous with computer.  Digital Means Original The 0s and 1s of digital data mean more than than just on and off. They mean perfect copying. When information, music, voice and video are turned into binary digital form, they can be electronically manipulated, preserved and regenerated perfectly at high speed. The millionth copy of a computer file is exactly the same as the original. While this continually drives the software industry crazy protecting its copyrights, it is nevertheless a major advantage of digital processing.  (http://www.techweb.com/encyclopedia/)
  • Céline Keller on 07 Feb 13
     
    digital "Traditionally, digital means the use of numbers and the term comes from digit, or finger. Today, digital is synonymous with computer.  Digital Means Original The 0s and 1s of digital data mean more than than just on and off. They mean perfect copying. When information, music, voice and video are turned into binary digital form, they can be electronically manipulated, preserved and regenerated perfectly at high  speed. The millionth copy of a computer file is exactly the same as the original. While this continually drives the software industry crazy protecting its copyrights, it is nevertheless a major advantage of digital processing. "
Chris Swift

Is Google Making Us Stupid? - Nicholas Carr - The Atlantic - 5 views

www.theatlantic.com/...306868

#edcmooc

shared by Chris Swift on 19 Jan 13 - No Cached
Heli Nurmi liked it
  • Chris Swift on 19 Jan 13
     
    " In the world of '2001: A Space Odyssey', people have become so machinelike that the most human character turns out to be a machine. That's the essence of Kubrick's dark prophecy: as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence."
Chris Swift

Seven Skills Students Need for Their Future - 1 views

asiasociety.org/...lls-students-need-their-future

#edcmooc

shared by Chris Swift on 20 Jan 13 - No Cached
  • Chris Swift on 20 Jan 13
     
    1. Critical thinking and problem-solving 2. Collaboration across networks and leading by influence 3. Agility and adaptability 4. Initiative and entrepreneurialism 5. Effective oral and written communication 6. Accessing and analyzing information 7. Curiosity and imagination Someone makes a point in the comments. "Dr. Wagner states that "we have no idea how to teach or assess these skills." How about the idea of 'letting learners watch someone already possessing these skills, exercise these skills'....what happens if teachers can act like students - 'showing them how to gain the knowledge, using resources made available, from someone who possesses the knowledge already', rather than attempting to teach such knowledge.
Michael Porterfield

Professor Creates Engaging Online Learning Environment | SJSU News - 1 views

blogs.sjsu.edu/...transforming-online-learning

professor online online learning learning environment

shared by Michael Porterfield on 14 Jan 13 - No Cached
  • Communication is key to successful online teaching as well. Being present on the course site and answering questions directed to me are a given, but I also work at consistent updating. If I’m traveling to speak at a library or conference, I let my students know. If I’m at a conference, I’ll share links and insights. My students have done the same, using Twitter or their class blogs to share their own opinions and takeaways from attending professional conferences. The sharing and communication can be informal, and it strengthens the feeling of community. The best teachers understand that technology use in coursework is not just for the sake of technology but to extend and enhance the learning process. Recently, Michael Wesch from the University of Kansas responded to an article about his advocacy for participatory technologies in coursework. His eloquent statement resonates with me: “My main point is that participatory teaching methods simply will not work if they do not begin with a deep bond between teacher and student.  Importantly, this bond must be built through mutual respect, care, and an ongoing effort to know and understand one another.” The sage on the stage in giant lecture halls is giving way to a collaborative, hyperconnected world of newer methods and channels of learning, but the human connection can and should remain. Bring yourself to your online teaching – share, be authentic and connect with students via the heart and the keyboard.
Chris Swift

40 Useful Tips For Anyone Taking A MOOC - 0 views

edudemic.com/mooc-tips

edcmooc

shared by Chris Swift on 20 Dec 12 - No Cached
  • Chris Swift on 20 Dec 12
     
    I didn't think all of these were useful, and a lot were very self serving which I don't believe is in the right spirit of a MOOC. 20 & 27 were my favourite because a MOOC can help you solve a problem with someone from a totally different background. That's refreshing. What were your favourites from the list?
Chris Swift

EdTech Toolbox: Web 2 Tools by Task - 2 views

edtechtoolbox.blogspot.co.uk/...web-2-tools-by-task.html

edcmooc

shared by Chris Swift on 21 Dec 12 - No Cached
  • Chris Swift on 21 Dec 12
     
    I like this list as it is organised by task. Now I want to see a list with an example of where each one has been used in class!
Ary Aranguiz

What Turned Jaron Lanier Against the Web? | Arts & Culture | Smithsonian Magazine - 2 views

www.smithsonianmag.com/...Against-the-Web-183832741.html

shared by Ary Aranguiz on 28 Dec 12 - No Cached
  • Chris Swift on 28 Dec 12
     
    The internet is not amazing, rather it "destroys political discourse, economic stability, the dignity of personhood and leads to "social catastrophe.". What do you think?
  • Study Hub on 02 Jan 13
     
    Thanks for this reference - very thoughtful and thought-provoking. Don't quite know what to 'do' with the information... a simple rubric could be to use the web the same way that Carl Rogers advises us to teach - with unconditional positive regard, congruence and empathy. Which is okay when you are still dealing with people - it gets so much complicated when we must perforce deal with or through impersonal monetised systems like Google or FaceBook.
Chris Swift

Occupy Your Brain - 3 views

schoolingtheworld.org/...occupy

# edcmooc #edcmooc

shared by Chris Swift on 01 Feb 13 - No Cached
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed. 
  • Chris Swift on 21 Nov 13
     
    An impassioned essay calling for an end the restrictive fear and rigidity of top down education.Instead let us learn from the wisdom of indigenous cultures and be free to learn, imagine, wander, and be more human - less mass produced. "If the internet is the collective intelligence of human beings connecting across the dimension of digital space, then indigenous wisdom is the collective intelligence of human beings connecting across the dimension of time."
Kelcy A

SIGHT - 0 views

vimeo.com/46304267

edcmooc dystopia future video Sight gamification gamification12 MOOC manipulation

shared by Kelcy A on 29 Jan 13 - No Cached
  • Kelcy A on 29 Jan 13
     
    a great video that shows the frightening aspects of using game techniques to manipulate people
Chris Swift

The Truth About MOOCs: Only 10% Of Students Actually Finish Them « Annie Murp... - 7 views

anniemurphypaul.com/...-students-actually-finish-them

edcmooc #edcmooc

shared by Chris Swift on 27 Jan 13 - No Cached
  • Chris Swift on 27 Jan 13
     
    "The single biggest motivator in almost every situation is a sense of progress. You can't get a good sense of progress unless you are using your knowledge to solve challenges."
Chris Swift

"Connected Learning" Infographic - 0 views

connectedlearning.tv/infographic

edcmooc #edcmooc

shared by Chris Swift on 23 Jan 13 - No Cached
  • Chris Swift on 23 Jan 13
     
    Connected learning is using today's technology to, "fuse young people's interests, friendships, and academic achievement through experiences laced with hands on production, shared purpose, and open networks" I originally saw this referenced in Angela Vierling-Claassen's blog http://liberationmath.org/2013/01/22/moocs-as-a-liberatory-project/
1 - 20 of 36 Next ›
Showing 20▼ items per page